Two Peas in a Pod Book of Writing

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Two Peas in a Pod a book of grammar

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Table of contents

● Introduction………………………………. Page 3 ● About the Author…………………………… Page 4 ● Punctuation and capitalization……………………...page 5 ● Parts of speech ……………………………………….page 7 ● Phrases and clauses……………………………...page 5 ● Sentences ………………………………………… page 6 ● Paragraphs ………………………………………..page 7 ● Essays …………………………….

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Introduction This book is meant to help you better understand grammar. At the same time, it shows how a friendship between a young boy and his dog are made. Yeah, I know a little cheesy… that’s all I hope you enjoy.

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About the author Hi! Well, this is weird I don’t know what to say really. Some simple facts would be good I suppose I’m 16 years old, very tired at the moment, my favorite animal is frogs, and my two favorite colors are green and blue. While doing the work for this book I got confused multiple times so I hope I did well.

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PUNCTUATION and CAPITALIZATION Punctuation​ – Identify the function and create one (1) example sentence of the uses for each mark.

1. .

T​he young boy was aimlessly walking around his neighborhood​.

2. , When suddenly he heard a quiet yelp but​, ​he wasn't sure from where.

3. –

The bark​–​not very loud​– ​you could barely just hear it intrigued him.

4. - ​He was able to recognize the sound came from a bush and decided to take a close​-​up look at it.

5. : ​The puppy looked​: ​brown/tan color, hungry, dirty, and cold.

6. ; ​The boy explained to his mother and she wasn't too happy​; ​nevertheless, she let him keep it.

7. ? ​”Is this puppy all alone​?​” he thought to himself.

8. ! ​“ Donde encontrastes eso​!”

9. ‘ ​Once arriving at his house he went to his mom​’​s room to show the puppy.

10. “ ”​ ​”​Is this puppy all alone?​” ​he thought to himself.

11. … ​He slowly walked up to the bush​…

12. [ ] ​[​where'd you find that?​]​ said his mom​.

13. ( ) ​Carefully the boy picked up the small dog ​( ​so small it fit in one hand​) a ​ nd examined it.

14. / ​The puppy looked: brown​/t​an color, hungry, dirty, and cold.

EX: Comma​ ​(used to switch words around in a list)​ – Students at Bravo can freely

choose between AP World History​,​ ​AP US History​, ​AP Government​, ​and AP European History.

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Capitalization​ – Identify and create one (1) example sentence for each rule of capitalization.

1. Please list the rules of capitalization here

● Always capitalize at the start of a sentence ● Capitalize proper nouns 1. Capitalize most book or movie titles words

EX: (Used to begin a sentence)​ – ​S​adly for some, 11th grade is the year with the most high-stakes testing.

​T​he young boy was aimlessly walking around his neighborhood​. ​When suddenly he heard a

quiet yelp but​, ​he wasn't sure from where. The bark​–​not very loud​– ​you could barely just

hear it intrigued him. He was able to recognize the sound came from a bush and decided to take a close​-​up look at it. He slowly walked up to the bush​…”​Is this puppy all alone​?” ​he

thought to himself. Carefully the boy picked up the small dog ​( ​so small it fit in one hand​) ​and examined it. The puppy looked​: ​brown​/t​an color, hungry, dirty, and cold. He decided he was

going to take the puppy home. Once arriving at his house he went to his mom​’​s room to show the puppy. “ Donde encontrastes eso?”​ [​where'd you find that?​]​ said his mom. The boy explained to his mother and she wasn't too happy​; ​nevertheless, she let him keep it.

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PARTS OF SPEECH

NOUNS

Types of nouns: ·

Common Nouns: name a class of people, places, things, or ideas. ​ ​Ex. park,

home, sweater, street, socks ·

Proper Nouns: give the name or title of a particular person, place, thing, or idea

(must be capitalized).​ E ​ x. Buttercup(name), Jhonny, Sunrise street, ·

Compound Nouns: consist of words used together to form a single noun.​. ​Ex:

skateboard, staircase, hallway ·

Concrete Nouns: refer to material things, to people, or to places. ​Ex: rug, toy,

kibble ·

Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. ​Ex:

excitement, sadness, confusion

Functions​ (How nouns are used):

·

Subject​ (comes before the verb)

· ·

​Johnny´s mom reprimanded Johnny for picking up the puppy.

Direct Object​ (comes after the verb and answers what or whom)

​Johnny's mom asked Jhonny where exactly he found the puppy.

Indirect Object​ (answers to who or to whom)

​Johnny told his mom he found the puppy on Sunrise street.

Used only:

when the action verb is directed toward the subject of the construction:

The puppy hurt​ itself​ by falling off the couch to intensify a point:

Johnny believed in h ​ imself​ to take care of Buttercup

8 Johnny's mom tried to spook Johnny saying he would have to do this all by ​himself​,¨I know I can do this

myself​!¨ he exclaimed.

VERBS Verbs show the time, action, and state of being of a subject.

Tense: ​verbs indicate time via tenses​:

simple past

simple present

present perfect

past

present

progressive

past perfect

present perfect

future

past progressive

present progressive

future perfect

Voice:​ Voice is the form of the verb that indicates how it relates or interacts with the action.

The English language has two voices: ACTIVE and PASSIVE. Active: ​He got to keep the dog

Passive: ​His mom let him keep the dog

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund:​ ​ word ending in “ing” used as a noun​.

Buttercup like laying down on the couch Participle:​ w ​ ord ending in “ing” or “ed” used as an adjective

The puppy was having fun running through the hallway.

Infinitive:​ ​verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or

adverbs

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Johnny likes​ to cuddle​ with buttercup while watching movies.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns​. ·

Kinds​: Demonstrative, Common, Proper​ The adventurous puppy seems to find

itself in many sticky situations The tiny puppy is quickly growing It quickly learned American tricks like sit and wait ADVERBS Adverbs modify verbs, adjectives, and other adverbs. ·

Endings The bubbly boy had fun playing with his new friend When he would come back from school the boy would run towards the puppy Johnny's mom and johnny were both likewise happy

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Conversions

​Loudly, quick- quickly, happy- happily

·

Types​:

Manner, Frequency, Degree, Place, Time

Example Types:​ (Create one example each related to your subject) Manner​ B ​ uttercup barked loudly.

Time​The dog was eagerly waiting for dinner.

Place​ –​Buttercup slowly slept in her bed.

Degree​ – B ​ uttercup became the ​cutest​ puppy to the whole family.

Frequency​ –​ Johnny always took good care of buttercup.

alphabetical list of interjections here.

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A-​Aah ack agreed ah aha ahem alas all right amen argh asif away aye B-bah blast boohoo bother boy brr bygolly bye C cheers, congratulations.

D dang, drat, darn, duh.

E eek, eh, encore, eureka.

F fiddlesticks.

G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh.

H haha hum ha-ha hooray huh hooray I- ick I say J- jeez just a sec just kidding L- la ladidah M- man meh mmm mo​st certainly my N-​nah no way never O- oop oops oh oh no P- pff pew psst Q- quite R- rah rumble S- shh soo shoo T- tsk toodles U-ugh uh um V- vroom voila W- whoa wow whoop Y- ya yum yuck Z -zzz zap zoom

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PHRASES and CLAUSES

Phrases​ ​– groups of words that function as a part of speech.

Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that ​function as a noun​.

The family ​coming to visit was excited about the new puppy

Verb Phrase: A group of words consisting of verbs working together and that function as a verb​.

The children were having fun​ running and playing​ with Buttercup.

Prepositional Phrase​: A group of words that begins with a preposition and ​ends with a noun​, and ​functions as an adjective or an adverb​.

The puppy was picked​ up from the bush

Appositive Phrase​: A group of words that include all the words that modify an appositive and ​function as an adjective ​- IT MUST BE SURROUNDED BY COMMAS.

Buttercup, a stubborn puppy, was not planning on letting go of the dog toy.

Verbal Phrases​: A group of words that begin with a verbal and ​ends with a noun​. ● Gerund Phrase​ verb ending in -ing that ​functions as a noun​.

The children spent their day​ chasing after buttercup.

● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that ​functions as an adjective​.

Johnny​ ​explained​ ​how he found the abandoned puppy.

● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that ​function as nouns, adjectives, or adverbs​.

​The guest decided ​to stay over ​for the weekend.

CLAUSES

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Clauses​ – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”)

INDEPENDENT – ​CAN​ stand alone as a c​ omplete sentence​, known as a ​simple sentence​ ​pattern​.

Buttercup seemed to be enjoying her new home.

DEPENDENT (SUBORDINATE) – ​CANNOT​ stand alone as a complete sentence

and ​MUST​ begin with a ​SUBORDINATE CONJUNCTION​. There are seven (7) kinds:

Noun Clause​: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ The dog toy kept getting lost. ○ His mom was very happy for how responsible johnny had been. ○ The puppy quickly ran to its bed.

Adjective Clause​: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ Cuddling is one of the dog’s favorite activities. ○

​Johnny's mom and johnny started showing new tricks that they can

show off.

○ Buttercup started digging holes that didn't make johnny's mom to happy Some adjective clauses begin with relative pronouns: ■

​The puppy was obviously the one​ who bit the shoes

■ The puppy kept crying because they forgot her favorite toy ■

​After a long day of running around both Johnny and the puppy

w​ere very exhausted​.

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■ T​he puppy ​desperately wanted t​he food on the tab le.

■

Johnny was mad at whoever gave the dog chips.

■ He went asking the little kids ​which of them ​gave buttercup the snacks.

■ Buttercup always ends up laughing at anyone who passes by.

Adverb Clause​: Used to ​modify verbs, adjectives, and adverbs​ in an

independent clause, introduced by a subordinate conjunction and used to indicate ​time, place, cause, purpose, result, condition, and/or concession​.

Modifying verbs:

■ Buttercup hid johnny's mom sandals where no one could reach underneath the sofa ■ Finally, after a long weekend, they left ​when buttercup peed ​in their luggage.

■ Johnny sneakily snuck Buttercup into the grocery​ because he didn't want to leave her at home​.

■ Johnny was impressed the puppy was very silent​ though it was in a backpack​.

Modifying adjectives: ■ It feels as if only a week ago johnny had found buttercup ​though months have passed​.

■ Johnny's mom is ​still very impressed ​he has kept up most of his promise.

Modifying adverbs: ■ Buttercup became quite a strong puppy Relative Clauses​: Dependent clause that begins with a ​relative pronoun​.

○ Buttercup seems to have ​become very fas​t and win every race against johnny.

Elliptical Clauses​: Adverb clauses in which part of the clause is omitted. ○ When playing​ with buttercup Johnny always tries to be gentle.

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Essential Clauses​: Clauses necessary to the meaning of the sentence. ○ Buttercup’s ​favorite pastime is to lay ​next to johnny.

Nonessential Clauses​: Clauses that are NOT necessary to the meaning of the sentence. ○ Buttercup, ​a young puppy​, likes to run around and play with her toys.

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SENTENCES

Sentence – a set of words that contains a subject and a predicate​ and conveys a statement, command, question, or an exclamation.

Sentence Parts

Subject – what/who the sentence is about Buttercup's ​favorite toy is a stuffed animal frog.

Buttercup ​always hides her toys in a corner.

Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) Buttercup has a lot of fun staring out the window.

Imperative – a sentence that makes a command (ends with a period mark) ​¨Stop barking now.¨said johnny.

Interrogative – a sentence that asks a question (ends with a question mark) ¨No buttercup where'd you put my other shoe?¨

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) ¨​Johnyyy buttercup peed on the floor clean it up!¨ yelled his mother.

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Sentence Patterns

Simple Sentence: A sentence that is ​just one independent clause​.

Buttercup is still scared of going down the stairs.

Compound Sentence: A sentence with ​multiple independent clauses​, but ​no​ dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;).

Buttercup loves eating snacks, and treats really motivate her.

Complex Sentence: A sentence with ​one independent clause and at least one dependent clause​.

Johnny has worked very hard on the tricks she knows, but he has fun.

Complex-Compound Sentence: A sentence with ​multiple independent clauses and at least one dependent clause​.

Johnny's mom bought buttercup a sweater, she didn't seem to like it, nevertheless they put it on her.

Loose Sentence: ​A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) ​with your main point at the ​beginning​.

Buttercup seemed to be frozen, once the sweater was on she stopped moving for a while.

Periodic Sentence: ​A sentence in which the independent clause is given at the end of the

sentence in order to create interest or generate suspense ​with the main point coming at the ​end​.

Once the sweater was on she stopped moving, Buttercup seemed to be frozen.

Parallel Structure: A sentence ​using the same pattern of two or more verbs or ideas that match​ ​in tense or structure ​to show that they are of equal importance and to help the reader comprehend what is being written ​- this sentence requires symmetry​.

Buttercup is a very hyper puppy, and she loves to run around and dig holes.

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Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other​ by virtue of their likeness of ​structure​, ​meaning​, or ​length​ - this sentence requires symmetry.

Johnny can spend his whole day just playing with Buttercup

Chiasmus: A sentence that includes ​a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order​ - this sentence requires symmetry.

Buttercups hates broccoli, broccoli is very gross to the puppy.

Asyndeton: A sentence ​that leaves out conjunctions​ between words, phrases, or clauses for a rhetorical purpose.

Both Johnny and buttercup are brave, smart, quick, loud.

Polysyndeton: A sentence ​that uses multiple conjunctions​ in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Buttercup has been described as a cute and well behaved and curious puppy.

Anaphora: A sentence that ​features the purposeful repetition​ of a word, words, or a

phrase at the beginning of several successive clauses in order to place emphasis and draw attention.

Buttercup a young puppy surprised people because of how well behaved the puppy was.

Epistrophe: A sentence featuring ​several phrases or clauses ending with the same word or words​.

Buttercup would do anything for snacks, she has learned many tricks for snack.

Sentence Errors

Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly ​without punctuation​.

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After a long day of having fun Buttercup is stubborn about sleeping thay had a lot of fun. ​After a long day of having fun, Buttercup is stubborn about sleeping because of all the

fun things they did today.

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly ​using commas

After ​a long day of having fun Buttercup is stubborn about sleep and had a lot of fun

​After a long day of having fun, Buttercup is stubborn about sleeping because of all the

fun things they did today.

Fragment – ​incomplete sentence pieces​ that are not connected to or do not form an independent clause

Because Buttercup likes snacks.

Because Buttercup likes snacks, she was motivated to learn.

Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a ​misplaced modifier describes the wrong part of a sentence​ and a ​dangling modifier is missing the part it’s supposed to modify The butterfly was chased by colorful Buttercup.

Buttercup chased a colorful butterfly.

Double Negative – ​combining two or more negative words​ in a sentence in a way that is supposed to produce a positive force

Buttercup knew it wouldn't be no fun to go for shots at the vet.

Buttercup knee it wouldn't be fun getting more shots at the vet.

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PARAGRAPHS

Paragraphs​ – ​a group of sentences that together convey a shared purpose structured around the same topic.

Introductory Paragraphs (Introductions) Hook ​(Lead) – ¨​I ​was walking around my neighborhood. When suddenly I heard a strange noise, it seemed to be a quiet yelp but, I wasn't really sure from where. The bark wasn’t very loud but could be heard at a distance. I slowly followed the sound that led to a big bush full of spiderwebs.¨ Said Johnny ​Query Based​ (Question that brings the reader to the topic - avoid second person POV

“you”)

​What could that Yelp be was it really a bark or could it be a bird chirping?

Thesis Statements​ (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable)

Assertion​ (claim - a subject + a “so what” about the subject)

I got very curious so I decided to go look for what was making the sound.

Fact​ (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim)

It was such a quiet sound I was ​surprised I could even hear it.

Opinion​ (personal position on a topic)

​A sound like that could intrigue anyone.​.

​Belief​ (social, religious, or political in nature – an opinion held by many to be

a fact,

though it is not necessarily factual – often involves a judgement)

searching for what’s making a noise is something many people would do nothing

out of the ordinary.

Generalization​ (uses absolute or statistical pronouns: all, always, every,

never,

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the

none, most, half – ​avoid using this type of thesis statement ​unless​ citing source of the data​)

No one would ever not try to help an animal in need.

Document Based​ (cites a specific source, author, and position on a topic)

(made up book) ​Foe Johnny’s project he was busy reading from ​Science for teens​,

and he learned many new fun things.

Theory​ (a statement that can be tested and potentially proven - often answers a research question)

His chances of getting to keep the puppy was a 60/40 due to his mom.​.

Clarification/Expansion of Thesis​ (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – ​this could be several sentences long​)

His mom never really liked pets. She would always tell him that they were too

much work and of course Johnny was younger, but now he’s older and more mature he can take care of the puppy. His mom was always to buddy plus she didn’t want to be spending so much money on a mother member of the family.

Body Paragraphs​ (must have ​echoes of the thesis​ in each AND present evidence to support or expand on the thesis)

Topic Sentences​ (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Luckily for Johnny he got to keep the puppy. ​)

Presenting Evidence from Quotations​ (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE –¨ dogs are my favorite people.¨- unknown

Ex. ​Johnny's cousins told him to get more real friends and he responded with¨dogs are my favorite people¨.

Ex.​ ¨Dogs are my favorite people¨- he told his mother, to which she laughed at.

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Ex. ​He had said ¨dogs are my favorite people” so many times that even his little cousin repeated him.

Ex. Where did you hear ¨ dogs… are my favorite people?¨ asked his mother.

Examining the Evidence Paraphrasing​ (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE –¨ Dogs are my favorite people¨ Ex. ​PARAPHRASE He likes dogs more than he actually likes hanging with other kids.

Summarizing​ (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Dogs are my favorite people” Ex. ​SUMMARY – He doesn't consider his puppy as a dog more like a friend

Abstract Examples​ (hypothetical, “what if” examples that do not refer to a source – ​AVOID

USING THEM AS EVIDENCE ​– but useful for examining the quote)

Ex. ​If people could be as loyal and nice as dogs then maybe there would be less dislikable people. ​Concrete Examples​ (actual

examples that do refer to a source – useful for enhancing your analysis of the quote) ​An article from ​betterhelp​ states that ¨​Our perception of adult

humans is that they can easily speak up for their rights or defend themselves from danger.¨ So of course small animals will be seen as helpless so we care for them.

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Closing Sentences​ (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. ​Everybody in his family seemed to feel the exact same way about

Buttercup. With that he finished telling his cousin the story on how he had found buttercup.

Closing Paragraphs​ (Conclusions – should not be mere summaries of the previous paragraphs of your essay)

Consequences of Disregarding the Thesis​ (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex. Of course his cousins laughed it off but they did tell him he should try to have puppy play dates with more friends.

Statement(s) of Extension​ (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) They told him it's always more fun when you have someone to relate to even if it's over a puppy. Because Buttercup can't go to school with him then who will he hang out with​.

Reestablishing the Significance of the Thesis​ (could be one or more sentences) Ex. ​ Johnny understood that he had been spending less time with his normal friends and would like to hang out with them again.

Final Sentence​ (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…)

Ex.​ He decided to ask his mom if he can hangout with his friend Mindy in a couple of days.

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ESSAYS Essays​ – ​An essay is something written about a certain topic. It would include a couple paragraphs to make it an actual essay.

Types ​– ​Explain each type of essay and state its purpose.

Persuasive​ (Argumentative)-​ Is meant to convince the reader to think about a certain subject the way it is written in the writing.

Expository​ (Informative)-​ Helps readers better understand a subject by giving information.

Definition or Description-​ It defines a subject and explain what it is Process (How-to)- ​Describes how to do something.

Compare and Contrast- ​when you have two or more different subjects and it helps

you see similarities and differences within them.

Cause and Effect- ​Shows how a certain problem can affect many other things

Analytical/Critical- ​Studies the information given.

Evaluative- ​Could be evaluating if the information is correct or what information

is given.

Interpretive- ​How someone personally takes what is being said and how they

process it.

Narrative​ (Tells a story) Personal Statement/Anecdote​- An example would be: Once upon a time a young lady lived in a castle. That is being a narrative perspective.

Research- ​When background information is searched and could be used in the essay.

Timed

Synthesis_ ​When there is support from several sources.

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Strategies/Planning Tips/Steps ​–​Firstly I would say get a main idea. Let's say the essay is for school and about students' stress levels. You would get information so you can back

up what you say, then start writing a rough draft. Once you go over and correct it all you can see what you want for your final essay.

Work Cited Page​ – MLA Format- ​Typically it would be double spaced and in Times New Roman and has

an indent

APA Format- It is doubled space should include a header but no indent.

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Dedication I would like to dedicate this book to my English teacher Mr. Rodriquez. If it wasn't for him (assigning) this it wouldn't exist :,). Hahaha okay but really these assignments have been fun and stressful to do. Only stressful because of my fault.